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Syntax and Grammar Slide Decks: Grade 1 (The Syntax Project)
Dernière mise à jour 2024/09/16
Description
The Syntax Project is an open-source collection of grammar and syntax lessons created by a group of Australian teachers. Melinda Hinch, SLP in Greater Essex County DSB, has adapted the slides to incorporate Canadian content and aligned them with the B3 Language Conventions Continuum.
Note that this resource is a Google Drive folder set to « view only. » To adapt the slides to meet your own students’ needs, please make a copy to your own Google Drive so you can modify (File > Make a copy > Entire presentation).
These lessons address many of the specific skills found in B3 Language Conventions. The Continuum highlights the importance of a function-first approach to teaching these conventions: grammar and syntax should be taught explicitly and systematically, but in the context of writing. Students should be taught about the function of these conventions in oral and written language, and not simply taught to identify or name them.
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Financé par
Le financement de ces ressources est assuré par le ministère de l'Éducation. Veuillez noter que les opinions exprimées dans ces ressources sont celles d'ONlit et ne reflètent pas nécessairement celles du ministère de l'Éducation.
© 2023 ONlit. Tous droits réservés.
I am looking forward to using theis resource. When using the first slide-deck in Term 1 (Oral), is it intended as one lesson or a series of lessons done over a week? Thank you.
Hi Susan,
I have delivered numerous Syntax Project lessons in grade 1, and have found that many of the lessons are best delivered over two 20 minute chunks of time on consecutive days in the beginning of grade 1. By February or March, I can usually get through a whole lesson in about 30 minutes on one day, even with a class that struggles to focus. They enjoy the explicit instructional routines embedded in the Syntax Project slides and they begin to really hold their attention as they become comfortable with the routines. Some classes could get there sooner I am sure.
However, I sometimes skip examples in the slide deck if they aren’t really solid examples for my students, and I often add in a few of my own examples from content we are learning just by quickly replacing a picture and text here and there. Students often perk up when slides with familiar examples come up and they seem to be able to consolidate the concepts better with more connections to the new learning.
Finally, I often revisit the concept for a good week or two before moving to another lesson. We move on when students demonstrate mastery. For this first lesson, I would provide lots of practice speaking in full sentences in other activities for a good while, doing lots of modelling and providing lots of opportunities for guided, and then independent, practice. I would have a poster paper up with the three points about a full sentence (makes sense, who/what, what doing) and refer to it regularly during pair and share, classroom discussions, text talks, etc. I also have a little WHO/ DO game that I play where I have a bunch of blue cards with WHO/WHAT on them (The pig OR The cat OR Miss R. etc.) and a bunch of red cards with WHAT DOING on them (jumps. OR sings. OR sits.) and then I sing Mingle Mingle Mingle and students move/dance around until I say « WHO find DO » and « RED find BLUE) and then students have to find a person to make a sentence with (eg: The pig sings.) We do this a few times and they have to find a new person each time. I scaffold by providing easier words when needed and help students with their word as needed. They like this game, and the silly sentences, and it helps consolidate the learning from the initial Syntax Project lesson during that 1-2 week window of practice.
So excited for you to jump into Syntax Project. I love it! I hope you do too!
This is amazing! You always have just what I need when I need it:) Thank you!
This is a gold mine! If anyone has been using the syntax project as a resource or you are looking for something to help you with the language convention part of the Ontario Curriculum, look no farther. Melissa has done a lot of heavy lifting here in terms of work. She has clearly aligned each lesson with the B.3 expectations. Easy to follow slides that are ready to use to help any teacher with their explicit and structured writing lessons.
It appreciate that these explicit writing lessons have been sorted by grade and aligned to the new curriculum for us. Thanks for all of the hard work Melinda!
Melinda Hinch and Greater Essex, you are so appreciated! Thank you for this wonderful work. This will help a lot of Ontario teachers working to address the B.3 expectations with their students!